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Instructing The 8 Key Concepts H.C. Hwang
2008-06-14 v1.1
Instructing The 8 Key Concepts © 1999-2008 2
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Instructing The 8 Key Concepts © 1999-2008 3
Table of Contents
1. Introduction..............................................................................................4
2. Basic Concept ..........................................................................................7
3. Yong Gi....................................................................................................9
4. Chung Shin Tong Il..................................................................................11
5. In Neh.......................................................................................................13
6. Jung Jik ....................................................................................................15
7. Kyum Son ................................................................................................17
8. Him Cho Chung .......................................................................................19
9. Shin Chook...............................................................................................21
10. Wan Gup ..................................................................................................23
11. Summary ..................................................................................................25
12. 8 Key Concepts Poster .............................................................................28
Instructing The 8 Key Concepts © 1999-2008 4
Instructing The 8 Key Concepts
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This article is dedicated to the membership who could be with us as active practitioners today if we, as Instructors, were better able to help them connect with Moo Duk Kwan philosophy. H.C. Hwang
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INTRODUCTION
One of the aspects of the Mission 2000 agenda for the U.S. Federation is that we should
strive to be a "Moo Do organization". As a Moo Duk Kwan instructor, one way to
contribute to achieving this goal is to take action so that our Moo Duk Kwan philosophy
connects with students. This implies that our instruction has to connect with Moo Duk
Kwan philosophy as effectively as possible.
This article discusses the incorporation of the philosophy of the 8 Key Concepts into
Moo Duk Kwan instruction. The motivation for this article stems from reviewing and
meditating on the many Cho Dan Shim Sa essays submitted over the years by Il Gup who
were candidates for Cho Dan. Although individuals expressed it in variety of different
personal ways, almost 100% of the Cho Dan candidates discuss Moo Duk Kwan
Instructing The 8 Key Concepts © 1999-2008 5
philosophy in their essay. In fact, from reading these essays it was clear that the Moo
Duk Kwan philosophy for them was the strongest source of motivation for continuing
their training. Invariably they relate their experience and the value of their training in
some way to Moo Duk Kwan philosophy -- especially the "8 Key Concepts" and/or the
"Ten Articles of Faith on Mental Training" in their Cho Dan essays. The Cho Dan
candidates discuss how the Moo Duk Kwan philosophy has influenced their lives for the
better, and how it has provided them with a strong sense of dedication -- a strong positive
influence that contributed very much to their continued Soo Bahk Do training. It is a
pleasure to see that our membership puts the value of philosophy in a high place in their
study of Soo Bahk Do Moo Duk Kwan.
Since the 8 Key Concepts have provided such a profound impact and motivation to
practitioners who have achieved Cho Dan level, then perhaps for those that do not reach
Cho Dan level -- they may not have been sufficiently exposed to the 8 Key Concepts.
Perhaps the motivation and value of the 8 Key Concepts may not have been introduced
and/or reinforced as effectively as they could have been. If we, in our role as instructors,
could improve on how we introduce the 8 Key Concepts – making sure every single
individual student member receives a proper introduction to the Key Concepts at the
appropriate stage of their training. Then reinforce it as a regular part of their instruction.
If we can accomplish this, then we could help provide a much more positive influence on
Yu Gup Ja. This impact would not only have immediate benefits for the students, but
would also be a lasting influence throughout their future Moo Do training.
For instructors, this is not an easy task. As instructors, we need to discipline ourselves to
focus on instruction of the 8 Key Concepts and take advantage of opportunities to
reinforce them . If we are effective, then we will stay better connected with our students.
The students would not loose out on the experience and value of the education provided
by the Key Concepts.
Instructing The 8 Key Concepts © 1999-2008 6
This applies to any student, regardless of their age, sex or profession. If they can be
touched with the meaning and value of the Key Concepts, that profound effect on each
individual will result in all of the students continuing their Moo Do training.
Think back to your own personal experience in Soo Bahk Do. Consider how many
students you knew and trained with as white belts. How many of those fellow white belts
had the privilege of experiencing Dan testing with you?
If our teaching is not organized and disciplined, then there will be a gigantic gap in the
student's education. They will miss the opportunity to be exposed to and develop an
understanding of the Key Concepts.
It is of extreme importance that our teaching be organized. That we do not miss on
connecting our philosophy with our teaching.
This remainder of this article describes a suggested methodology. It is meant as one
guideline for integrating the Key Concepts into a teaching curriculum.
Instructing The 8 Key Concepts © 1999-2008 7
BASIC CONCEPT
The basic idea is centered on the introduction of a particular key concept at a particular
stage of a student's training. This introduction in coupled with a practical application.
The premise is if the student has a positive experience when they are first introduced to
the concept, then they can relate back to that experience at a later time when the
instructor mentions the concept, or when the instructor emphasizes that particular key
concept in a classroom situation.
Frequently, an instructor in a regular class situation with mixed ranks (having an
assortment of both beginners as well as more senior students) faces a dilemma. If they
plan a lesson that is based on a Key Concept, they are faced with taking time to introduce
the Key Concept starting from an assumption of no previous introduction on that Key
Concept. This is because of the presence of the beginner student or juniors in the class.
The more senior students have already had the introduction and previous instructional
experience as a student with the Key Concept. The more experienced student may not be
motivated by such a basic introduction to the Key Concept, and frequently may get
bored. Faced with this situation, the instructor even though they had carefully planned
on basing their lesson on a Key Concept, frequently will abandon that plan in order to
gear the instruction to the more general and average needs of the class. While this may
seem prudent because of the tactical situation that the instructor encounters, when this is
repeated over a long period of time, the beginner student tends not to have the
opportunity to be introduced to the Key Concepts as an integral part of their early
training. These lost opportunities happen. Eventually resulting in the more junior
students (especially beginners) experiencing a gap in their instruction. The methodology
discussed in this article attempts to address this situation.
The student does not need to miss this important connection with Moo Do philosophy.
Instructing The 8 Key Concepts © 1999-2008 8
Personal Notes:
Instructing The 8 Key Concepts © 1999-2008 9
YONG GI
(White Belt initial private lesson)
An natural way to introduce Yong Gi to a beginner student is during their private lessons.
In addition to explaining "courage" and the meaning of the individual Korean words; this
is an excellent time to recognize their Yong Gi for having taken action to experience their
new Moo Do activity. Their achievement in taking action to start training is not an easy
thing to do. Praise their learning by reinforcing that they are demonstrating right here an
"I can do it" attitude. Their demonstration of this attitude is an example of their own
personal Moo Do action.
The instructor’s ability to relate the “Yong Gi” concept to an enjoyable experience will
set the stage for future learning. If the initial instruction is done effectively, the student
at a future time will be able to refer back to this as a memorable and positive experience.
When the beginner is in a regular class situation, the instructor can mention the Key
Concept “Yong Gi”. The student will be able to immediately relate back to their early
positive experience from their private lesson. In such a way the beginner and the
instructor now have a foundation on which to build, without taking extra class time just
to introduce the concept in a very basic manner.
Instructing The 8 Key Concepts © 1999-2008 10
Personal Notes:
Instructing The 8 Key Concepts © 1999-2008 11
CHUNG SHIN TONG IL
(at Ki Cho Hyung Il Bu introduction)
Targeted students may be taken aside temporarily from the rest of the class. In this way
the instructor can conduct a focused semi-private session on the side with these targted
students -- for a given Key Concept with new hyung instruction.
The introduction of Ki Cho Hyung Il Bu to an early beginner provides a very good
atmosphere to think about the Key Concept “Chung Shin Tong Il”. Chung Shin Tong Il
applies to all parts of our training. The memorization involved in learning Ki Cho Hyung
Il Bu provides the student with a taste of the concept. But just as important, it builds a
sense of confidence and early achievement for a beginner. The student feels good and
has an enjoyable experience to associate with a good result (the memorization of the
sequence of their first hyung resulting from their Chung Shin Tong Il).
Instructing The 8 Key Concepts © 1999-2008 12
Personal Notes:
Instructing The 8 Key Concepts © 1999-2008 13
IN NAE
(Hu Gul Ja Seh)
Hu Gul Ja Seh is an excellent tool to be used with beginners to connect the meaning of
the “In Nae” concept to their training. Introducing Hu Gul Ja Seh as a prelude to
teaching Ki Cho Hyung Sam Bu provides an atmosphere for a group of targeted students
to experience the value of In Neh. It becomes quickly clear that it is physically difficult
to remain in Hu Gul Ja Seh for a long time. As the beginning student becomes
somewhat tired and uncomfortable as they remain in Hu Gul Ja Seh, the instructor can
guide the student to stay as low as they can by explaining the meaning and value,
together with praise for their accomplishment. The praise aspect could be reminding the
student that they should praise themselves if they feel they have done a good job. In this
way they can have a positive experience that they can connect in their thoughts to other
hardship experiences that they will have in the future (both in the Do Jang and in other
aspects of their life experience).
The instructor should strive to connect the hardship and value of In Nae with the mental
and physical reward of the improved leg conditioning that should result over time with
sufficient repetitions. The student may know this at some level, but the instructor should
still reinforce this connection.
The instructor should however be vigilant and sensitive in the use of the hardship
experience of In Nae. The hardship experience needs to presented and executed in a
manner that leads to the student having a positive learning experience, rather than being
a humiliating or punishing experience for them. When the student has a positive learning
experience they will be better appreciate the Moo Do value and it will come to benefit
them for their future training.
Instructing The 8 Key Concepts © 1999-2008 14
Personal Notes:
Instructing The 8 Key Concepts © 1999-2008 15
JUNG JIK
(Yup Podo Cha Gi)
The “Jung Jik” concept can be connected by the instructor to the application of the proper
beginning, intermediate and completion when introducing Yup Podo Cha Gi. This can be
combined with trying to have the student experience being honest with themselves.
By experiencing Jung Jik with Yup Podo Cha Gi, it will provide a spring board for
students to help them understand Jung Jik's application to all techniques, as well as
actions, in Soo Bahk Do Moo Duk Kwan.
Since Jung Jik is an invisible thing (Moo Sung), it is very challenging for the instructor to
guide the student with such an invisible abstraction. By using its' application with Yup
Podo Cha Gi , the instructor may be able to relate their invisible Jung Jik sense into a
visible sense of Jung Jik by emphasizing a good beginning, intermediate and completion
when performing a proper Yup Podo Cha Gi.
This will not only help develop a good Yup Podo Cha Gi, but also help build a good
habit for ourselves, which in turn will become incorporated into and improve on the
student’s character.
Instructing The 8 Key Concepts © 1999-2008 16
Personal Notes:
Instructing The 8 Key Concepts © 1999-2008 17
KYUM SON
(Il Soo Sik / Ho Sin Sool / Ja Yu Dae Ryun)
Kyum Son can be explained at the beginning stage of a student’s Soo Bahk Do training.
The basic foundation of Kyum Son is respect. Therefore, Kyum Son should be
associated with every aspect of our training. It relates to every technique, and of course it
also applies to when we train with a partner. We easily can taste the positive experience
involved when someone is respectful to us – we can appreciate how it can be a rewarding
experience.
One aspect of the value of Kyum Son at a personal level is that it helps us to derive
enlightenment from basics. Between training partners, Kyum Son creates positive energy
to more easily establish and maintain harmonious human relationships through mutual
respect.
Il Soo Sik, Ho Sin Sool and Ja Yu Dae Ryun all provide excellent opportunities to
experience a Kyum Sun connection beginning with the Kyung Ret process to
demonstrate proper respect and attitude between partners. This proper respect can be
framed in the proper use of language -- both language verbalized and also body language.
To realize the true value of Kyum Son, we need to maintain an awareness, use our
discipline and seek to apply them at both the personal level and when interacting with
others.
At the personal level, seeing a student overvalue a higher hyung, or put undue emphasis
on an advanced technique – these provide opportunities for the instructor to provide
guidance with a connection to the “Kyum Son” concept. Kyum Son can be linked with
learning the value in basic techniques. Kyum Son at an individual level can also help by
reminding us not to overestimate our own abilities, or overextend ourselves on an
advanced technique beyond our level of training.
Instructing The 8 Key Concepts © 1999-2008 18
At the partner level, it is especially important in this respect to demonstrate the proper
protocol towards seniors. If an instructor observes a junior correcting a senior, we know
this is not Kyum Son. A simple reminder by the instructor will help guide the student.
However, the lesson and principle will be more lasting and substantial if the instructor
can connect the correction with a brief explanation of the value and benefit.
The ultimate learning value and realization of a connection is to experience the happiness
resulting from your own Kyum Son in action (sort of experiencing an internal deep sense
of contentment). This is a good educational experience and we are able to achieve a
rewarding result from our Kyum Son.
Instructing The 8 Key Concepts © 1999-2008 19
HIM CHO CHONG
(Pal Put Gi / conditioning with a pad / Ja Yu Dae Ryun)
Him Cho Chong is the basic foundation of self control.
In situations when there is a higher possibility of potential contact (whether as an
individual or practicing with a partner), as in conditioning exercises with a pad or Ja Yu
Dae Ryun; in such situations, safety is a primary consideration and Him Cho Chong plays
a key role. Him Cho Chong has many aspects. Any technique is a collection and
sequence of movements. It is important to know and understand when to be loose and
when to be tight – e.g., when executing a Pal Put Gi, the hand of the attacking side is
loose at one point and then tightens to a fist at the completion of the technique. With our
increased understanding of the Him Cho Chong concept, we can relate it to other
techniques resulting in improved safety both for ourselves and also for our training
partners. But it also provides us with an important mechanism to develop and a have the
strongest and most powerful weapons by using our body properly.
The rewards for the practioner can be achieved at many levels. At one level they can
have the maximum effective weapon possible. Yet, if they fail to apply proper Him Cho
Chong at other times, it sometimes results in their own personal injury to themselves.
With the proper understanding and application of Him Cho Chong, the pratitioner will be
able to enjoy injury-free training, development and growth.
When working with a partner, in addition to the safety consideration, lack of Him Cho
Chong in Dae Ryun or Ho Sin Sool frequently can be observed in overly powerful
blocking and excessive contact. Blocking without proper Him Cho Chung can cause
injury. However, with proper Him Cho Chong, the practitioner can create good
defensive and offensive techniques without physical conflict with your partner.
Development of Him Cho Chong provides us with the ability to learn how to make a
good personal presentation (via muscle control) based on an understanding of control of
Instructing The 8 Key Concepts © 1999-2008 20
looseness and tightness. It can also help to draw a connection to other situations where
Him Cho Chong can have value and application. For example, when we interact with
others or in difficult situations, we can use the “Him Cho Chong” concept to present
ourselves with the best image as possible. To do this requires control of oneself –learned
from an understanding and application of Him Cho Chong.
Instructing The 8 Key Concepts © 1999-2008 21
SHIN CHOOK
(Defensive & Offensive Hu Ri drill / All techniques and actions)
Shin Chook is the basic foundation of Him Cho Chong.
Shin Chook can be explained when a student starts to get comfortable with a sequence of
basics. Internally, inhaling with relaxing the internal abdomen. With the exhale,
pressing tension into the Dan Jun. It is good to work these concepts into Hu Ri exercises.
This allows the practitioner to experience the foundation of strength with Shin Chook.
Shin Chook can be connected into the technique and have a positive impact on the
strength of the technique. Generally, better success with Shin Chook can be obtained by
first focusing on the internal aspects with the student. Then at a later time, focusing on
the external aspects.
Externally, the inhale is associated with physical contraction. The exhale is associated
with physical expansion.
Mentally, the Shin Chook concept can be connected to applications in other situations.
For example, control of Shin Chook with the mind as the primary actor allows you to be
calmed when you decide you should be, and better able to present yourself with firmness
when the situation calls for it.
Shin Chook, along with Him Cho Chong, play major roles in helping us to improve our
self control.
Instructing The 8 Key Concepts © 1999-2008 22
Personal Notes:
Instructing The 8 Key Concepts © 1999-2008 23
WAN GUP
(Hu Gul Yup Mak Ki / all techniques and actions)
In every technique, there is a slow component and a fast component. In most basics the
slow component is usually involved in the preparation, and the fast component is
associated with the execution. By understanding the value of speed control, the student
can relate their understanding to other parts of their training. E.g., in hyung -- when to go
slow and when to move fast.
Two areas where Wan Gup can be introduced is in association with breathing and the
other is in the physical preparation and completion of a technique. Hu Gul Yup Mak Ki
provides one excellent opportunity to work with these aspects.. The basic motion with
Hu Gul Yup Mak Ki is the inside/outside block with shifting into Hul Gul Jase. But if
the student thinks about all the many aspects of this technique (weight back, body
upright, proper breathing, proper beginning, intermediate and completion, etc.), it
becomes difficult to demonstrate correct Wan Gup. For a beginner, with all these things
to think about it is easy to loose the connection with the Hu Ri in their performance. If
they loose the connection, it can result in the student feeling awkward and therefore
making it difficult to taste and experience Wan Gup.
It is very good to remind the student to prepare the block by turning their Hu Ri slowly
(Wan). Then turning back their Hu Ri fast (Gup) for completion. After all, the Hu Ri is
the source initiating the technique and controls the execution of Wan Gup. It is very
helpful to remind the student to focus on the Hu Ri, rather than focus on the weapon.
With the eventual understanding of timing, the overall value of timing control through
Soo Bahk Do training can be better understood. This can also be applied to other areas of
our life – e.g., when to act and when not to act. This will help us to control ourselves in
order to make the best presentation we can in all situations.
Personal Notes:
Instructing The 8 Key Concepts © 1999-2008 24
SUMMARY
The techniques discussed in this article are intended only as a guideline. This is just one
methodology for introducing the 8 Key Concepts. The important thing is that the
instructor should seek ways to make the introduction of the key concept something that is
enjoyable to the student and associated with a positive experience. This positive
experience can be built on and used as the student's reference point.
If a Key Concept is introduced to a beginning student in either a private session or when
taken aside from the rest of the class as part of small group by an instructor – then when
the instructor mentions that Key Concept as part of a regular class at a later time, the
instructor doesn’t have to devote a large amount of time just to introduce the basic idea of
the Key Concept for a first-time situation. The instructor can better utilize the class time
more efficiently and connect better all the students in the class with the philosophy of the
Key Concepts. For the beginner student, who already has had the introduction to the Key
Concept, that beginner can reflect on their prior experience with the concept -- and
embrace the philosophy. This allows for opportunities, through repetitions, to build up a
better habit with this concept -- which can be applied to all other techniques.
As the student progresses in their training to a higher stage of application of the
philosophy, there will be more varieties and opportunities for the application of the Key
Concepts. Furthermore, this will help the student to develop a more mature
understanding of the concepts.
If you use the guideline talked about in this article and introduce students in a systematic
way to the Key Concepts, then when a beginner or junior student is instructed in their
first private lessons, or with Ki Cho Hyung Il Bu, Hu Gul Jase She, Yup Podo Cha Gi, Il
Sool Sik Il Bon, Pal Put Gi, Hu Gul Yup Mak Ki, etc. – logiclly, all your students will be
well introduced to the 8 Key Concepts at a very early stage in their Moo Duk Kwan
training. These introductions will also be associated with a very positive experience.
Instructing The 8 Key Concepts © 1999-2008 25
Many instructors ask about what motivates a student. At first, students are motivated by
what they see and hear. Then as they develop an understanding -- it moves into their
mind and they can feel the philosophy. The instructor who uses creativity can help the
student relate to the Key Concepts through a variety of applications. Then later on with
(i) a variety of applications, (ii) repetitions, and (iii) developing good habits, a foundation
will be established for their future enlightenment.
The important thing to understand is that material motivation is only temporary, e.g., the
color of a belt. Motivation that is internalized will come from the student’s own mind
through understanding and enlightenment. This type of motivation is healthy and will be
long lasting. This latter type of motivation is the essence of Moo Duk Kwan instruction.
Our role, as instructors, is to remember to discipline ourselves not to take the casual way
in classroom situations. If we can better meet this challenge; then I think the value and
benefits of the philosophy of Soo Bahk Do Moo Duk Kwan can touch many more Yu
Gup Ja, earlier in their training and in a more systematic way. This in turn should help
students to get more value out of their Moo Do training. It will help to motivate them
with “Moo Sang” value, rather than with visible or material things. This Moo Do
heritage and philosophy is something we should be proud of. Our pride and our action
will help to maintain the student’s motivation about their training.
It is very important that we embrace and experience the discipline of the Key Concepts
first ourselves. Then connect down the methodology to your teaching team (assistants)
so that all the instruction can be consistent.
As instructors and scholars, we need to understand the significance of what our students
say in their Cho Dan essays. This is an opportunity to learn from our students, and also
an opportunity for us to take action.
Looking back on my own teaching career, I know that the Moo Duk Kwan philosophy
could have touched many more people if I had disciplined myself better in teaching.
Instructing The 8 Key Concepts © 1999-2008 26
Someday we hope to see groups of white belts who will have the privilege to go through
a Dan Shim Sa for Cho Dan, and even to a Ko Dan Ja Shim Sa, with all the original
members of their starting white belt group.
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Acknowledgment:
Some of the input to this article was contributed by a group of Ko Dan Ja from
Regions 1 and 2. Their contribution to this article is very much appreciated and
demonstrates their dedication to Soo Bahk Do Moo Duk Kwan, their creativity,
and the profound value they place on the Eight Key Concepts.
Instructing The 8 Key Concepts © 1999-2008 27